Exploring eurocentrism in portuguese History manuals
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Estudos de Sociologia |
Texto Completo: | https://periodicos.fclar.unesp.br/estudos/article/view/2559 |
Resumo: | In this article, we present an analytical approach developed under the investigation project “Race” and Africa in Portugal: a study about history school manuals. We particularly explore the construction of a Eurocentric view of national/European history resulting from an epistemology based on a teleological conception of historical time and the design of a geography based on the dichotomy center/peripheries. In order to do so, we propose three analytical lines: (i) the employment of space/time for the construction of a logical historical narrative; (ii) the use of the national democratic State as the paradigm of political, social and economic administration; (iii) the naturalization of relations of power and violence, as a way of producing a narrative depoliticized of certain crucial processes (such as slavery or Christianization). Next, we analyze the implications of this framework for education, by arguing that the prevalence of a positivist epistemology – which proposes an approach that compensates for difference through inclusion and other versions of history – is incapable of challenging and transforming the offi cial Eurocentric narratives. We conclude with the proposition of an empiric approach for the study of school manuals that considers the diversity of actors involved in its production and circulation, and also the multiplicity of text readings. |
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Exploring eurocentrism in portuguese History manualsExplorando o eurocentrismo nos manuais portugueses de HistóriaRacePowerEurocentrismEducation in PortugalPortuguese history manualsRaçaPoderEurocentrismoEducação em PortugalManuais escolares de históriaIn this article, we present an analytical approach developed under the investigation project “Race” and Africa in Portugal: a study about history school manuals. We particularly explore the construction of a Eurocentric view of national/European history resulting from an epistemology based on a teleological conception of historical time and the design of a geography based on the dichotomy center/peripheries. In order to do so, we propose three analytical lines: (i) the employment of space/time for the construction of a logical historical narrative; (ii) the use of the national democratic State as the paradigm of political, social and economic administration; (iii) the naturalization of relations of power and violence, as a way of producing a narrative depoliticized of certain crucial processes (such as slavery or Christianization). Next, we analyze the implications of this framework for education, by arguing that the prevalence of a positivist epistemology – which proposes an approach that compensates for difference through inclusion and other versions of history – is incapable of challenging and transforming the offi cial Eurocentric narratives. We conclude with the proposition of an empiric approach for the study of school manuals that considers the diversity of actors involved in its production and circulation, and also the multiplicity of text readings.Neste artigo, apresentamos uma abordagem analítica desenvolvida no âmbito do projecto de investigação “Raça” e África em Portugal: um estudo sobre manuais escolares de história. Em particular, exploramos a construção de uma visão eurocêntrica da história nacional/europeia resultante de uma epistemologia assente numa concepção teleológica do tempo histórico e no desenho de uma geografi a que se baseia na dicotomia centro/periferias. Para tal, propomos três linhas analíticas: (i) o emprego do espaço/tempo para a construção de uma narrativa histórica lógica; (ii) o uso do Estado nacional democrático como paradigma de administração política, social e económica; (iii) a naturalização de relações de poder e violência, de forma a produzir uma narrativa despolitizada de certos processos cruciais (como a escravatura ou a cristianização). De seguida, analisamos as implicações deste enquadramento para a educação, argumentando que a prevalência de uma epistemologia positivista – que propõe uma abordagem compensatória à diferença, por meio da inclusão de outras versões da história – é incapaz de desafi ar e transformar as narrativas eurocêntricas ofi ciais. Concluímos com a proposta de uma abordagem empírica para o estudo dos manuais escolares que considere a diversidade de actores envolvidos na sua produção e circulação e a multiplicidade de leituras dos textos.FCL-UNESP Laboratório Editorial2010-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/estudos/article/view/2559Estudos de Sociologia; v. 15 n. 28 (2010): Dossiê: A educação e os processos sociais de organização das desigualdades1982-47181414-0144reponame:Estudos de Sociologiainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/estudos/article/view/2559/2179Copyright (c) 2010 Estudos de Sociologiainfo:eu-repo/semantics/openAccessAraújo, MartaMaeso, Silvia Rodrígues2021-05-12T13:46:49Zoai:ojs.pkp.sfu.ca:article/2559Revistahttp://seer.fclar.unesp.br/estudosPUBhttp://seer.fclar.unesp.br/estudos/oaistraud.fclar@unesp.br||estudosdesociologia@fclar.unesp.br||maria.jardim@unesp.br1982-47181414-0144opendoar:2021-05-12T13:46:49Estudos de Sociologia - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Exploring eurocentrism in portuguese History manuals Explorando o eurocentrismo nos manuais portugueses de História |
title |
Exploring eurocentrism in portuguese History manuals |
spellingShingle |
Exploring eurocentrism in portuguese History manuals Araújo, Marta Race Power Eurocentrism Education in Portugal Portuguese history manuals Raça Poder Eurocentrismo Educação em Portugal Manuais escolares de história |
title_short |
Exploring eurocentrism in portuguese History manuals |
title_full |
Exploring eurocentrism in portuguese History manuals |
title_fullStr |
Exploring eurocentrism in portuguese History manuals |
title_full_unstemmed |
Exploring eurocentrism in portuguese History manuals |
title_sort |
Exploring eurocentrism in portuguese History manuals |
author |
Araújo, Marta |
author_facet |
Araújo, Marta Maeso, Silvia Rodrígues |
author_role |
author |
author2 |
Maeso, Silvia Rodrígues |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Araújo, Marta Maeso, Silvia Rodrígues |
dc.subject.por.fl_str_mv |
Race Power Eurocentrism Education in Portugal Portuguese history manuals Raça Poder Eurocentrismo Educação em Portugal Manuais escolares de história |
topic |
Race Power Eurocentrism Education in Portugal Portuguese history manuals Raça Poder Eurocentrismo Educação em Portugal Manuais escolares de história |
description |
In this article, we present an analytical approach developed under the investigation project “Race” and Africa in Portugal: a study about history school manuals. We particularly explore the construction of a Eurocentric view of national/European history resulting from an epistemology based on a teleological conception of historical time and the design of a geography based on the dichotomy center/peripheries. In order to do so, we propose three analytical lines: (i) the employment of space/time for the construction of a logical historical narrative; (ii) the use of the national democratic State as the paradigm of political, social and economic administration; (iii) the naturalization of relations of power and violence, as a way of producing a narrative depoliticized of certain crucial processes (such as slavery or Christianization). Next, we analyze the implications of this framework for education, by arguing that the prevalence of a positivist epistemology – which proposes an approach that compensates for difference through inclusion and other versions of history – is incapable of challenging and transforming the offi cial Eurocentric narratives. We conclude with the proposition of an empiric approach for the study of school manuals that considers the diversity of actors involved in its production and circulation, and also the multiplicity of text readings. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-05-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/estudos/article/view/2559 |
url |
https://periodicos.fclar.unesp.br/estudos/article/view/2559 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/estudos/article/view/2559/2179 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2010 Estudos de Sociologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2010 Estudos de Sociologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
FCL-UNESP Laboratório Editorial |
publisher.none.fl_str_mv |
FCL-UNESP Laboratório Editorial |
dc.source.none.fl_str_mv |
Estudos de Sociologia; v. 15 n. 28 (2010): Dossiê: A educação e os processos sociais de organização das desigualdades 1982-4718 1414-0144 reponame:Estudos de Sociologia instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Estudos de Sociologia |
collection |
Estudos de Sociologia |
repository.name.fl_str_mv |
Estudos de Sociologia - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
straud.fclar@unesp.br||estudosdesociologia@fclar.unesp.br||maria.jardim@unesp.br |
_version_ |
1788171028896153600 |